Bibliografie tematiche / University of Michigan. School of Nursing

Letteratura scientifica selezionata sul tema "University of Michigan. School of Nursing"

Autore: Grafiati

Pubblicato: 26 luglio 2024

Ultima modifica: 27 luglio 2024

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Articoli di riviste sul tema "University of Michigan. School of Nursing"

Dabney, Beverly W., Mary Linton e Jamie Koonmen. "School Nurses and RN to BSN Nursing Students". NASN School Nurse 32, n. 1 (29 dicembre 2016): 30–32. http://dx.doi.org/10.1177/1942602x16675021.

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Many nursing schools and public schools are facing various challenges including a lack of resources. Schools of nursing strive to provide meaningful clinical experiences despite the challenge of a limited supply of quality placements. Similarly, public schools are expected to provide more nursing services at a time when many school nurses already are overloaded. For example, new state legislation placed additional responsibilities (regarding epinephrine auto-injectors and cardiac emergency response plans) on school nurses in Michigan. Establishing a partnership between the University of Michigan–Flint and the Genesee Intermediate School District (GISD) allowed RN to BSN students in the community health nursing course to complete enriching clinical experiences at selected GISD schools. While gaining valuable clinical knowledge, these nursing students helped school nurses comply with the new legislation’s requirements. This partnership benefitted the nursing students, the school nurses, and the schools that served as clinical placement sites. Nursing school administrators and faculty members should consider pursuing similar clinical placement partnerships that could be advantageous for students and local communities.

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Talsma, AkkeNeel, Robin Chard, Catherine Kleiner, Christine Anderson e HyoGeun Geun. "AORN and University of Michigan School of Nursing Research Alliance". AORN Journal 93, n. 6 (giugno 2011): 761–66. http://dx.doi.org/10.1016/j.aorn.2010.11.036.

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Mason, DNP, ACNP-BC, Heidi. "Head and Neck Cancer: 2022 ASCO Annual Meeting Highlights for the Advanced Practitioner". Journal of the Advanced Practitioner in Oncology 13, n. 6 (1 agosto 2022): 614–17. http://dx.doi.org/10.6004/jadpro.2022.13.6.8.

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Heidi Mason, DNP, ACNP-BC, of the University of Michigan School of Nursing, considers research on avoiding concurrent chemotherapy in patients with nasopharyngeal carcinoma being treated with radiotherapy and a clinical trial on concurrent vs. sequential fixed-dose immune therapy for head and neck cancer.

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Marziale, Maria Helena, e Oisaeng Hong. "Occupational Health Nursing in Brazil: Exploring the World through International Occupational Health Programs". AAOHN Journal 53, n. 8 (agosto 2005): 345–52. http://dx.doi.org/10.1177/216507990505300806.

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The next International Commission on Occupational Health (ICOH) Congress will be a celebration of its 100th anniversary, held in Milan, Italy from June 11 to 16, 2006. With significant improvements in the understanding of occupational health at the international level, it is hoped that all occupational health professionals throughout the world can celebrate 100 years of progress and accomplishments at this Congress. With this goal, the AAOHN Journal has been running a special series of articles focusing on “Exploring the World Through International Occupational Health Programs” organized by OiSaeng Hong, PhD, RN, Assistant Professor and Director, Occupational Health Nursing Program, Division of Health Promotion and Risk Reduction, School of Nursing, University of Michigan, Ann Arbor, Michigan. This is the fourth article of the series.

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Culp, Kennith, Shannon P. Marquez, Maram Bobb e D. M. B. Jagne. "An Inaugural Conference on Occupational Health in the Gambia: Exploring the World through International Occupational Health Programs". AAOHN Journal 53, n. 2 (febbraio 2005): 65–71. http://dx.doi.org/10.1177/216507990505300205.

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The next International Commission on Occupational Health (ICOH) Congress will be a celebration of its 100th anniversary, held in Milan Italy from June 11 to 16, 2006. With significant improvements in the understanding of occupational health at the international level, it is hoped that all occupational health professionals throughout the world can celebrate 100 years of progress and accomplishments at this Congress. With this goal, the AAOHN Journal has been running a special series of articles focusing on “Exploring the World Through International Occupational Health Programs” organized by OiSaeng Hong, PhD, RN, Assistant Professor and Director, Occupational Health Nursing Program, Division of Health Promotion and Risk Reduction, School of Nursing, University of Michigan, Ann Arbor, Michigan. This is the second article of the series.

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Harrison, Cathy, Anne Harriss e Jan Maw. "Occupational Health Nursing in the United Kingdom: Exploring the World through International Occupational Health Programs". AAOHN Journal 53, n. 5 (maggio 2005): 202–8. http://dx.doi.org/10.1177/216507990505300503.

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Putnam, Constance E. "Medicine at Michigan: A History of the University of Michigan Medical School at the Bicentennial by Dea H. Boster and Joel D. Howell". Bulletin of the History of Medicine 92, n. 3 (2018): 558–59. http://dx.doi.org/10.1353/bhm.2018.0063.

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Svejda, Marilyn, Janet Goldberg, Maureen Belden, Kathleen Potempa e Margaret Calarco. "Building the Clinical Bridge to Advance Education, Research, and Practice Excellence". Nursing Research and Practice 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/826061.

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The University of Michigan School of Nursing and the Health System partnered to develop an undergraduate clinical education model as part of a larger project to advance clinical education, practice, and scholarship with education serving as the clinical bridge that anchors all three areas. The clinical model includes clusters of clinical units as the clinical home for four years of a student's education, clinical instruction through team mentorship, clinical immersion, special skills preparation, and student portfolio. The model was examined during a one-year pilot with junior students. Stakeholders were largely positive. Findings showed that Clinical Faculty engaged in more role modeling of teaching strategies as Mentors assumed more direct teaching used more clinical reasoning strategies. Students reported increased confidence and competence in clinical care by being integrated into the team and the Mentor's assignment. Two new full time faculty roles in the Health System support education, practice, and research.

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Tighe, Janet A. "Not Just Any Medical School: The Science, Practice, and Teaching of Medicine at the University of Michigan, 1850-1941 (review)". Bulletin of the History of Medicine 75, n. 2 (2001): 334–35. http://dx.doi.org/10.1353/bhm.2001.0100.

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Danto, Lisa Ann. "University of Michigan's School of Nursing Curriculum Related to Issues of Death and Dying". Loss, Grief & Care 4, n. 1-2 (3 gennaio 1991): 13–19. http://dx.doi.org/10.1300/j132v04n01_03.

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Tesi sul tema "University of Michigan. School of Nursing"

Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing". VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing". W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Walls, J., Patricia M. Vanhook e L. Odom. "School-Based Health: A University and Board of Education Partnership". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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Garner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.

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This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.

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Calhoon, Emily B. W. "Vegetation and hydrologic influences on carbon and nitrogen in subsurface water of a forested riparian wetland /". Available online. Click here, 2005. http://sunshine.lib.mtu.edu/ETD/THESIS/calhoone/thesis.pdf.

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Owens, Wendy A. "Riparian buffer zones of the Ybytyruzu Mountain Range, Paraguay /". Available online. Click here, 2003. http://sunshine.lib.mtu.edu/ETD/THESIS/owenswa/W%5FOwens.pdf.

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Stark, Nicole M. "Photodegradation and photostabilization of weathered wood flour filled polyethylene composites /". Available online. Click here, 2003. http://sunshine.lib.mtu.edu/ETD/DISS/starkn/Stark%20Thesis.pdf.

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Ramasasa, Teboho Kenneth. "Refining service-learning definition in a school of nursing at a university in the Western Cape". University of the Western Cape, 2018. http://hdl.handle.net/11394/6845.

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Magister Curationis - MCur
Background: Service-learning links academic acquisition with community-based work within a partnership framework, which is underpinned by values such as respect, reciprocity, relevance and reflection. This pedagogy has its roots in the northern hemisphere, but has become popular with higher education institutions across the globe. According to Butin, service-learning became institutionalised in the USA after a critical mass of service-learning champions was reached in the 1990s. Hence, the majority of higher education institutions are now subscribing to the national organisation, Campus Compact, which is committed to broadening the footprint of service-learning in this sector. Within the South African higher education sector, “service-learning” as a term became known in 1996. There is, however, wide-spread disagreement as to what is meant by “service-learning”, or exactly what it is meant to accomplish. As a result, education institutions must define it for themselves. A School of Nursing at a university in the Western Cape has defined service-learning during a baseline study that was conducted at the school and this particular definition is, therefore, regarded as a work in progress. Aim: The aim of the study was to refine the preliminary service-learning definition developed during the baseline study by identifying the main concepts that should be included in the definition of service-learning for this School of Nursing.

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Daniels, Annelize. "The support of students by lecturers in the Nursing Foundation Programme at the University of the Western Cape". University of the Western Cape, 2015. http://hdl.handle.net/11394/5013.

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Magister Curationis - MCur
Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.

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Skeete, Brenda Joyce. "The Identification of Demographic Profiles of K-12 Public School Districts Employing Female Superintendents in California, Michigan, New York, and Texas". UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/741.

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The job of the local school superintendent is one of the most difficult chief executive undertakings in America today. Of the nation’s roughly 14,000 traditional public school superintendents, a mere 1,984 are women, according to the U. S. Department of Education. Yet, nationally over 75% of all K-12 educators are women. The purpose of this explorative quantitative study is to analyze the demographic profiles of public school districts in four of the nation’s largest states – California, Michigan, New York, and Texas - to see if there is a pattern of district types and sizes that women lead. Then the study will compare those districts that women lead to those that men lead. The districts were identified using the following variables: locale of districts, the size of the districts, diversity of student population, and poverty level. Looking through the lens of Bourdieu’s social reproduction theory, this study sought to show that resources and institutions are reproduced, or passed on, to those sharing similar social capital. Chi-square with cross-tabulations was conducted to determine if certain district characteristics would allow one to infer the gender of the superintendent leading that district. Additionally, a binominal logistic regression was used to see if there was a relationship between the district types and the gender of the superintendent. The results of the study identified that there was no relationship between the locales of the districts and the gender of the superintendents, but female superintendents were more prevalent in smaller districts with high diversity and high poverty.

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Libri sul tema "University of Michigan. School of Nursing"

Rosalie, Barnett, Gordon Dan 1962- e UCLA School of Nursing Alumni Association. History Committee., a cura di. History of the UCLA School of Nursing. Los Angeles: Regents of the University of California, 1999.

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Nursing, Oregon Health Sciences University School of. Crossing new thresholds in caring: OHSU School of Nursing : nursing research 1995-1997. Portland, Or: Oregon Health Sciences University, School of Nursing, 1998.

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Forsyth, Ilene H. The uses of art: Medieval metaphor in the Michigan Law Quadrangle. Ann Arbor: University of Michigan Press, 1993.

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Goldenberg, Gary. Nurses of a different stripe: A history of the Columbia University School of Nursing, 1892-1992. New York: Columbia University School of Nursing, 1992.

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Columbia University-Presbyterian School of Nursing Alumni Association. Columbia University-Presbyterian Hospital School of Nursing Alumnae Association, Inc. directory: 1989. White Plains, New York: Bernard C. Harris Publishing, 1989.

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Johnson, Georgia A. Black medical graduates of the University of Michigan (1872-1960 inclusive) and selected black Michigan physicians. E. Lansing, MI: G. A. Johnson Pub. Co., 1994.

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James, Tobin. Michigan Law at 150: An informal history. [Ann Arbor]: University of Michigan Law School, 2009.

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Oregon Health Sciences University. School of Nursing. Nursing-- the way we did it. [Portland, Or: Oregon Health Sciences University, School of Nursing, 1987.

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Dale, Marcia L. Climbing the peak: School of Nursing, University of Wyoming 1951-2001. Kearney, NE: Morris Publishing, 2010.

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Educational Resources Information Center (U.S.), a cura di. Michigan Business Assistance Corps: Final report, September 15, 1991-September 14, 1994. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1994.

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Capitoli di libri sul tema "University of Michigan. School of Nursing"

Neal-Boylan, Leslie, e Steven Rotkoff. "Hierarchy at Blue University School of Nursing". In Innovative Decision Making in Healthcare, 101–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72648-5_11.

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VanOverbeke, Marc A. "Building the University of Michigan on a High School Foundation". In The Standardization of American Schooling, 35–58. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612594_3.

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Neal-Boylan, Leslie, e Steven Rotkoff. "What to Build at Turquoise University School of Nursing". In Innovative Decision Making in Healthcare, 107–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72648-5_12.

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Dafoe, D. C., D. A. Campbell, R. M. Merion, L. Rosenberg, L. L. Rocher, A. I. Vinik e J. G. Turcotte. "Pancreas transplant experience of individual institutions Experience of the University of Michigan Medical School, Ann Arbor, Michigan, USA". In International Handbook of Pancreas Transplantation, 323–28. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1083-6_16.

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Gonda, Judith. "An ‘Idea Whose Time Had Come’: The Flinders University School of Nursing Dedicated Education Unit—An Historical Perspective". In Clinical Learning and Teaching Innovations in Nursing, 63–78. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7232-8_4.

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Owen, Melissa. "Commentary on Chapter 20: Perspective from the Nell Hodgson Woodruff School of Nursing, Emory University". In Remediation in Medical Education, 271–72. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32404-8_23.

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Bali, Sulzhan, e Roopa Dhatt. "Interview with Senait Fisseha, Clinical Professor of Obstetrics and Gynecology, University of Michigan Medical School, and Director of International Programs at the Susan T. Buffett Foundation". In Women and Global Health Leadership, 235–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84498-1_23.

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Morgan, Rosemary, e Kate Hawkins. "Interview with Penina Ochola Odhiambo, Former Dean of the School of Nursing and Midwifery and Current Principal of the College of Health Sciences at the Great Lakes University of Kisumu, Kenya". In Women and Global Health Leadership, 197–205. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84498-1_19.

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Brown, Jeannette E. "Life After Tenure Denial in Academia". In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0010.

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The year 2014 was absolutely devastating for me professionally and personally; I was denied tenure and I lost both my maternal and paternal grandmothers. Reflecting back on that time in my life, I am certain that I would not have been able to survive the experience without the support of my close family and friends. I truly believe that the story of my journey will help others experiencing difficult challenges in their careers. After graduating from Henry Ford High School in Detroit, MI, in 1988, I enrolled at Highland Park Community College (HPCC) in nearby Highland Park. My mother was working as a secretary in the nursing department at the time, so I was able to take advantage of the tuition benefit offered to the college’s employees. I enrolled in a chemistry course for non-science majors, which I absolutely loved! Needless to say, after earning my associate’s degree in 1990, I decided to pursue chemistry as a major. I enrolled at the University of Michigan-Dearborn and attended two semesters before transferring to Wayne State University (WSU), in Detroit. My experiences as an undergraduate chemistry major at WSU led me on the path to pursue a doctorate in chemistry. In the fall of 1992, I was awarded an NIH-MARC (National Institutes of Health-Minority Access to Research Careers) Fellowship. This fellowship provided me not only funding support, but hands-on research training in the laboratory of Professor Regina Zibuck, a synthetic organic chemist. The environment in the Zibuck laboratory was very supportive and due to this mentoring experience, I wanted to earn a doctorate in chemistry. As a MARC Fellow, I was engaged in research and presented a poster on my research efforts at a national conference for the first time. Thus, I was developing fundamental laboratory and communication skills as an undergraduate researcher. Also during this time at WSU, I became involved in the WSU-NOBCChE chapter, where I found a supportive network of African American students pursuing undergraduate degrees in chemistry. The chapter adviser was Dr. Keith Williams, Director of Minority Student Initiatives in the chemistry department.

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Marsden, George M. "Liberal Protestantism at Michigan". In The Soul of the American University Revisited, 137–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0013.

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In the later nineteenth century the University of Michigan under President James Angell was often seen as a model of a modern university friendly to Christianity. Early in his tenure the university was accused of discrimination in preferring Protestant Christianity to Roman Catholicism, Judaism, or atheism. Angell responded to the satisfaction of a state investigating committee that while the school was Christian, it was not sectarian in the sense of teaching any one theology in preference to another. The emphasis was on building moral character rather than relating theology directly to other learning. Throughout the rest of the century this was the prevailing resolution of the tension between the Christian heritage and modern scientific research ideals. Characteristic was a volume, Religious Thought at the University of Michigan (1893), published by the Student Christian Association at Michigan. It represented a broad Christian ethical emphasis and included a presentation by John Dewey.

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Atti di convegni sul tema "University of Michigan. School of Nursing"

Kramar, Živa. "THE SIGNIFICANCE OF MODERN MOTIVATIONAL APPROACHES IN TEACHING SECONDARY SCHOOL STUDENTS OF NURSING". In 14. kongres zdravstvene in babiške nege Slovenije,11. in 12. maj 2023, Kongresni center Brdo, Brdo pri Kranju. Zbornica zdravstvene in babiške nege Slovenije - Zveza strokovnih društev medicinskih sester, babic in zdravstvenih tehnikov Slovenije, 2023. http://dx.doi.org/10.14528/asae9754.9.

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Some time ago, my co-worker and I visited an excellent workshop organised by The Nurses and Midwives Association of Slovenia, which was taught by Andreja Lavrič, PhD. At the workshop, we discussed innovative teaching approaches to motivating secondary school and university students. We later also presented our key findings to the rest of our co-workers at a school conference. Quite a few of them agreed that secondary school students of nursing are becoming the ones whose motivation is starting to present an increasingly difficult challenge. One of the most important influences in this context is the example and attitude of the teacher or lecturer towards the content that is being taught. Teaching and educating new generations of students is definitely a challenge in its own right. We have to be well acquainted with their characteristics, habits, values according to which we can then modify our goals and methods of teaching. We can not only use various digital gadgets and teaching aids to help us do so, but we can also make use of experiential learning, which enables students to acquire knowledge that is more long-lasting and encourages the development of different relationships between school, the students, and the environment. So how should we as teachers motivate our students? Aside from modern teaching methods and aids we especially need strong intrinsic motivation, because this is the only way for us to be enthusiastic and cheerful enough to efficiently relay our expert knowledge to the students. First and foremost, we should of course take care of ourselves and of our well-being. This is, after all, the foundation that allows us to reach all our goals along the way, and most importantly helps us shape the students into exceptional healthcare workers.

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Skerlos, Steven J., Kim F. Hayes, Julie B. Zimmerman e W. Ross Morrow. "Diffusion of Sustainable Systems Engineering Through Interdisciplinary Graduate and Undergraduate Education at the University of Michigan". In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42356.

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This paper provides specific examples of sustainability education programs within the engineering curriculum at The University of Michigan at Ann Arbor (UM). These programs exist at the undergraduate, Masters, and Ph.D. levels of education. At the undergraduate level, a basic literacy program has been initiated to give each graduating mechanical engineer from UM the understanding required to make design decisions less impacting on the environment. The program is designed as an educational thread consisting of three (3) course modules corresponding to each of three required courses in the Design and Manufacturing sequence in the mechanical engineering department. To compliment the thread, a new joint course between mechanical and environmental engineering in Environmentally Sustainable Engineering is under development to serve as the cornerstone undergraduate course in environmental education for the UM College of Engineering (CoE). At the Masters level, the ConsEnSus (Concentrations in Environmental Sustainability) Program is described. This program has been introduced to enhance general environmental literacy and to prepare students to integrate environmental principles into professional practice. Similarly, a joint Ph.D. program has also been developed between CoE and the School of Natural Resources and the Environment to prepare students for a career in research and education related to sustainable engineering. Both ConsEnSus and the Ph.D. program are supported by a course entitled Principles of Eco-Design and Manufacturing. This course, and the graduate and undergraduate programs it supports, is part of a college-wide effort to make Sustainable Systems Engineering a reality in practice by disseminating operational definitions of sustainability targeted to specific engineering disciplines.

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey e Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers". In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.

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Marković, Biljana. "COMPUTER AND INFORMATION LITERACY – A TOOL FOR ACHIEVING THE POWER OF NURSING PROFESSIONALISM IN GENERAL HOSPITALS". In European realities - Power : 5th International Scientific Conference. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2023. http://dx.doi.org/10.59014/xxus2914.

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According to Weber (1999), power is the probability of achieving a desired goal through social relations and is not necessarily related to coercion. There are several types of power, including the power of professionalism, which refers to the possession of certain knowledge, skills and competences. In this context, nursing holds the power of professionalism in relation to healthcare because it possesses specific knowledge, skills and competencies. Computer and information literacy can be a tool to increase this power by providing better patient care. This paper will examine whether computer and information literacy increases the efficiency and effectiveness of nursing, to what extent it reduces and speeds up the administrative work, whether nurses and technicians are satisfied with the formal education they have received in this context, what are the existing curricula like, and what else could be included to improve them. A self-assessment questionnaire regarding computer and information literacy was used for the purposes of this paper, which also includes an review of the available literature and an analysis of the existing secondary school and university curricula. The research showed that computer and information literacy helps achieve the power of professionalism. Also, the results indicate that it is necessary to introduce new content into the curricula related to computer and information literacy, and practice lifelong learning in this area.

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Arquero de Alarcón, María, Irene Hwang, Jacob Comerci e Anya Sirota. "In Service of the Public Interest, The Public Design Corps". In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.79.

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During the summer of 2020, the confluence of the COVID-19 pandemic and the Black Lives Matter protests spurred architecture schools across the nation into sites of sociopolitical action. The students’ capacity to self-organize, articulate the urgent need for changes and demand institutional responses was bold and unapologetic. At stake was a perceived numbness in the curricular structures, classrooms, and syllabi that made universities complicit with the status quo and the ethos guiding academic excellence, inappropriate. At the University of Michigan, student organizing took on a bold stance calling the college to take a position and go beyond words to implement meaningful changes. Design Justice Actions (DJA) brought together students from across degrees in the college to give shape to a manifesto that would turn their many discontents into actionable components. Students used persuasion and imagination, found allies, and built coalitions in and out of the school. Convening not one, but many conversations, students instigated curriculum rethinking, access and representation, the profession, institutional co-governance, and more.

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Dong, Janet, Karina Cheek, John Duncan e Alex Kalnasy. "Design of Portable Patient Lift System for Assistant Living Homes". In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72414.

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The portable patient lift system is a Senior Capstone Design project that is defined through the collaboration between the University of Cincinnati and a retirement/assisted living community in Cincinnati. The objective of the project is to design, build, and test a lift system that is capable of safely lifting fallen elderly patients at assistant living homes out of tight spaces. Two student teams in 2015–2016 and 2016–2017 academic years had taken on this project. They applied the product development process which they learned from their senior year to develop a workable system. Their work started with survey, interviews, research, followed by developing alternative concept designs. The pros and cons of each concept were discussed, analyzed, and evaluated among peers, advisors, and Maple Knoll nurses. The final design of using inflatable method to lift patients was justified as the best option. Two final concept designs from each year were then manufactured or assembled in school. The testing of the final systems were conducted and demonstrated at Maple Knoll senior community. The expectations from nursing staff and senior residents were greatly satisfied. This paper will describe our senior capstone design and product development process of such portable patient lift system, and discuss our experiential learning experience at Maple Knoll and lessons learned from design and making such system with focus on the consideration of seniors and their capabilities at settings of nursing homes.

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Sun, Hai, Marinos P. Bernitsas, Eun Soo Kim e Michael M. Bernitsas. "Virtual Spring-Damping System for Flow Induced Motion Experiments". In ASME 2015 34th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/omae2015-42179.

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The research objective of the Marine Renewable Energy Lab (MRELab) is to design multi-cylinder VIVACE Converters and optimize their power output for a broad range of velocities. For a given geometric and mass configuration of a school of cylinders, each point on the power envelope, at a given flow-speed, is a function of the spring constant and damping. Conducting tests with real springs and dampers requires lengthy preparation for each set of experiments. A more efficient way to conduct experiments faster and accurately is developed based on a controller embedded virtual spring-damping system (Vck) that des not include the hydrodynamic force in the closed loop. Each oscillator consists of one Vck, one interchangeable cylinder moving on submerged roller blocks and driven by the fluid flow, and connected to the controller through belts and pulleys. It is designed to achieve the desired static/dynamic friction through the Vck. An Arduino embedded board controls a servomotor with an optical encoder, which enables real-time position/speed measurement. A system identification (SI) methodology is developed making possible to identify the damping model of any oscillator, which is typically much more complicated than the classical linear viscous model. Upon completion of the SI process for an oscillator, the actual nonlinear damping model is subtracted using the controller and leaving the system with zero damping. Then, a mathematically linear damping model is added, thus, resulting in a system with real linear viscous damping. This process enables changing the spring constant and harnessing damping through the controller instantly. Experiments are then conducted with both real spring dampers and Vck to validate the process. All FIM experiments are conducted in the Low Turbulence Free Surface Water Channel of the University of Michigan at 16,000<Re<140,000. The main findings are: (a) The Vck system was developed keeping the hydrodynamic force out of the control loop and, thus, not biasing the FIM. (b) The agreement between real and virtual springs and dampers was excellent in FIM measurements over the entire range of spring constants and velocities tested. (c) The lag due to the controller was minimal and significantly reduced compared to the first generation of Vck built in the MRELab.

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Rapporti di organizzazioni sul tema "University of Michigan. School of Nursing"

Beck, Robert, e Neil D. Gerl. Office of Naval Research High School Traineeship at the University of Michigan, Summer 1990. Fort Belvoir, VA: Defense Technical Information Center, gennaio 1990. http://dx.doi.org/10.21236/ada247687.

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Willis, Larkin, e Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, gennaio 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.

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Biazus-Dalcin, Camila, Louise Marryat, Sarah Gray, Andrea Mohan, Senga Robertson-Albertyn, Sreekanth Thekkumkara, Hazel Booth et al. My data: an animated film, co-produced with people who use drugs. University of Dundee, 2023. http://dx.doi.org/10.20933/100001299.

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This video was co-produced with people on their drug use recovery journey to explore the perceptions of administrative data use for research and to share this information with the wider community. This work was led by members of the Substance Use Research Group (SURG), School of Health Sciences, University of Dundee. This project was funded by Research Data Scotland (RDS), https://www.researchdata.scot/ A film by: Craig Glencross, David Hood, Jade Renton, Maxine Thomson, Ryan Westwood, Stewart Bernard, Sarah Hulin, Robert Doig, Ashley McMaihin and everyone at Restoration Fife who shared their views and experiences. Research team and collaborators: Camila Biazus Dalcin (Co-PI) and Louise Marryat (Co-PI) Sarah Gray (Co-I) Andrea Mohan (Co-I) Senga Robertson-Albertyn (Co-I) Sreekanth Thekkumkara (Co-I) Hazel Booth (Co-I) Calum Hoggitt (Mental Health Nursing Student) Kay McMahon (Receptionist Fife Campus) Graham Ogilvie (Conference in pictures – Ogilvie Design) Andrew Low (Artist) We appreciate the collaboration and support provided by all Restoration Fife staff involved in this project. Special thanks to Jade Whyte and Vanessa Hamilton.

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Hummels, David. Toward a Geography of Trade Costs. GTAP Working Paper, gennaio 2003. http://dx.doi.org/10.21642/gtap.wp17.

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What are the barriers that separate nations? While recent work provides intriguing clues, we have remarkably little concrete evidence as to the nature, size, and shape of barriers. This paper offers direct and indirect evidence on trade barriers, moving us toward a comprehensive geography of trade costs. There are three main contributions. One, we provide detailed data on freight rates for a number of importers. Rates vary substantially over exporters, and aggregate expenditures on freight are at the low end of the observed range. This suggests import choices are made so as to minimize transportation costs. Two, we estimate the technological relationship between freight rates and distance and use this to interpret the trade barriers equivalents of common trade barrier proxies taken from the literature. The calculation reveals implausibly large barriers. Three, we use a multi-sector model of trade to isolate channels through which trade barriers affect trade volumes. The model motivates an estimation technique that delivers direct estimates of substitution elasticities. This allows a complete characterization of the trade costs implied by trade flows and a partition of those costs into three components: explicitly measured costs (tariffs and freight), costs associated with common proxy variables, and costs that are implied but unmeasured. Acknowledgments: Thanks for the gracious provision of data go to Jon Haveman, Rob Feenstra, Azita Amjadi and the ALADI secretariat. Thanks for helpful suggestions on previous drafts go to seminar participants at the Universities of Chicago, Michigan, and Texas, Boston University, NBER and the 4th Annual EIIT Conference at Purdue University. Finally, Julia Grebelsky and Dawn Conner provided outstanding research assistance. This research was funded by a grant from the University of Chicago’s Graduate School of Business.

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